Lesson video

Hello, my name's Mrs. Hopper, and I'm really looking forward to working with you in this lesson on representing the 5 times table and linking it to the 10 times table.

So are you ready to do some counting in fives and tens and explore how the 5 and 10 times table are related to each other? Are you? Excellent.

Let's make a start.

So in this lesson, we're going to be using the knowledge of the 2, 5, and 10 times tables to solve problems in a range of contexts.

So are you ready for some skip counting and all sorts of other things to help us to solve problems? Have you got your 2, 5, and 10 times tables warmed up ready? I hope you have.

Let's make a start.

There are two keywords in our lesson today.

Ooh, they don't look like words to do with our times tables at the moment, do they? But they're going to be.

Are you ready? Our words are pictogram and tally.

Let's have a go at saying those.

I'll say it first and then your turn.

So my turn, pictogram.

Your turn.

My turn, tally.

Your turn.

Excellent.

This is all about collecting information and representing it.

So we're going to be thinking about pictograms and using tallies and thinking about some information.

Let's see what we're going to be collecting.

In part one of our lesson, we're going to be interpreting tally charts and pictograms. And in part two, we're going to be solving some problems. So let's make a start.

And we've got Aisha and Laura working with us in our lesson today.

Aisha and Laura are looking for minibeasts.

It's always good fun, isn't it? Best just to look at them where they are because they need to be treated very delicately.

They're very small compared to us and they're quite fragile.

Aisha and Laura record the number of minibeasts they see using tally marks.

Have you used tally marks before? Aisha says, "I spotted five snails, so I can record this using five tally marks." And can you see she's used four lines going straight up and down, 1, 2, 3, 4.

And then for her fifth snail, she's recorded it with a line going across, and that gives us one group of five and it makes our tally marks really easy to count.

She says, "I then saw 10 worms. I can represent this using two groups of five tally marks." That's right.

And that's because she says she knows that 2 times 5 is equal to 10.

So two groups of five tally marks will represent her 10 worms. I'm glad she saw lots of worms. They're very good for the garden.

They help the soil and help the plants to grow.

Aisha sees 35 ants.

Wow, that's a lot of ants, Aisha.

How would she record this using tally marks? Can you have a think about it before Aisha shares how she did it? Aisha says, "I know that 7 times 5 is equal to 35, so I need to draw seven groups of five tally marks." And there they are, seven groups, 5, 10, 15, 20, 25, 30, 35.

We can count them to check.

So she's represented her 35 ants.

Time to check your understanding.

Laura sees 15 slugs.

Show how this should be recorded in the chart.

How many tallies does she need to draw? Pause the video, have a go, and when you're ready to see the answer and for some feedback, press play.

How did you get on? Laura said, "I know 3 times 5 is equal to 15, so I need to draw three groups of five tally marks." And there they are on the chart.

So Laura saw 15 slugs, and we can count in fives, 5, 10, 15, to check that she's got the right number.

Now we're going to show our information using a pictogram.

So this is going to be a pictogram.

At the moment we've still got our tally mark for our five snails.

But a group of five is going to be represented by one circle.

So we've changed our group of five tally marks into one circle.

That circle now represents five minibeasts, five snails.

And we're going to use a key to show us, to show us that one circle is equal to five minibeasts.

And we know that Aisha saw five snails.

So now we've turned our tally chart information into the pictogram.

So we've got one circle representing the five snails.

We've got two circles representing the 10 worms, because each circle represents five minibeasts.

So that's 5, 10 worms. So Laura's 15 slugs are represented by three circles.

Each one represents five, so 5, 10, 15.

But Aisha saw 35 ants.

How will she record this in the pictogram using the circles? What do you think? Remember, each circle represents five.

Ah yes, you'll need seven circles because 7 groups of 5 is equal to 35.

So Aisha needs to use seven circles to represent the 35 ants.

Each of the circles we can think of as one set of five tally marks.

So what's the same and what's different? What do you think? Well, both of them show groups of five, don't they? We've got five in our tallies, and we've got five represented by each circle.

But the visual representation is different.

The way it looks is different.

In the tally mark, we can see each individual minibeast.

But in the pictogram we can only see one object, a circle in this case, representing all five.

We can't see one snail in there, can we? Laura has recorded the number of snails she saw using a tally chart.

Use Laura's table to fill in Aisha's pictogram.

So Laura saw that many snails.

How many circles will she draw to represent that in Aisha's pictogram? Pause the video, have a go, and when you're ready for some feedback, press play.

How did you get on? So 10 tally marks is the same as 2 times 5, so you'll need two circles to represent the snails because each circle represents five minibeasts.

Well done if you got that right.

Time for you to do some practise now.

Aisha and Laura are looking for minibeasts.

They record what they see using a tally chart.

So you are going to answer some questions and perhaps fill in some more information.

So in A, how many snails did Aisha see? Can you record it as a multiplication using your knowledge of the 2, 5, and 10 times tables? I think the fives are gonna be useful here, aren't they? And tell us how many snails Aisha saw altogether.

Looking at the same tally chart, how many slugs did Laura see? Record it as an equation and give us the total number of slugs.

And then in C, Laura saw 25 worms. Can you represent this using tally marks and record the equation? And for D, Aisha saw 45 butterflies.

Can you represent this using tally marks? And can you complete the equation as well? And in question two, can you use the information from Laura's table to complete Aisha's pictogram? So we've got the animals down one side.

We've then got that times table expression for you to write in.

And then can you draw the circles to represent the number of minibeasts seen? So pause the video, have a go at those questions, and when you're ready for some feedback, press play.

How did you get on? Let's go back to question one.

So how many snails did Aisha see? Can you read it on the tally chart? There were four groups of five tally marks, so she saw 20 snails altogether.

How many slugs did Laura see? Well, there were six groups of five tally marks this time, so she saw 30 slugs altogether.

For C, Laura saw 25 worms, and we had to represent this using tally marks.

Well, that's five groups of five, isn't it? So you'd need five sets of tally marks for the worms. And Aisha saw 45 butterflies.

Well, that's nine groups of five.

So she'd need to draw nine sets of tally marks to represent her 45 butterflies.

Well done if you got all those tally marks in.

And for question two, you're going to use the information from Laura's table to complete Aisha's pictogram.

So there are five slugs in the table, so that's one group of five.

So that's represented by one circle.

There are 10 snails, that's two groups of five.

So 2 times 5, so that's two circles because each circle represents five minibeasts.

For the worms there were 20 worms, and we know that's 4 times 5, so four circles.

There were 25 ants, and we know that's 5 times 5, which is five circles.

And there were 30 butterflies, and that was 6 times 5, so we needed six circles.

Well done if you got all that information into Aisha's pictogram.

And on into part two of our lesson.

This time we're going to be solving problems. So Aisha continues to record the minibeasts she sees in her back garden in a pictogram.

So here we've got a pictogram where each circle represents five minibeasts.

Ooh, but then she records it in a different way.

This is what she records.

What's the same and what's different from the last one? Can you see something that's different? Well, Aisha says, "The visual picture is the same." We've got a number of minibeasts and we've got circles representing the minibeasts.

So what's different? Ah, the key now shows that each circle has a value of 10.

So each circle represents 10 minibeasts.

She says, "I saw double the number this time." So she saw twice as many minibeasts.

"And I know that double 5 is equal to 10." So how many snails did she see? Well, one circle represents 10 minibeasts, so she saw 10 snails.

How many worms did she see? Each one represents 10, so she saw 10, 20 worms. What about slugs? Well, she's got three circles there, so that's 3 times 10, so that's 30 slugs.

She says, "I saw 70 ants.

I would need seven circles because 7 times 10 is equal to 70." So she's completed her pictogram.

She saw a lot of minibeasts, so she decided that her circle was worth 10 this time.

Laura also records the number of minibeasts she's seen.

She says, "I saw far fewer minibeasts.

My key is for every circle there are two minibeasts." So how many snails did she see? Well, that's just one circle, so one group of two, two snails.

Worms. Two groups of two, so that's four worms. We've got a gap for ants.

And for the slugs there are three circles, so 3 times 2, so she saw six slugs.

She says, "I saw 12 ants.

I would need six circles because 6 times 2 is equal to 12." 2, 4, 6, 8, 10, 12.

So that represents her 12 ants.

Time to check your understanding.

Laura sees 14 worms this time.

How would you record this? Look carefully at her key.

What does each circle represent? Pause the video, have a go at filling in the number of circles to represent the worms, and when you're ready for the answer and some feedback, press play.

How did you get on? Did you remember that each circle represents two minibeasts? So for 14 worms, you know that 7 times 2 is equal to 14, so you'll need seven circles, 2, 4, 6, 8, 10, 12, 14.

And you can count them just to check.

Well done if you got that right.

Aisha continues to record the minibeasts she sees in her back garden.

She sees 35 worms. How would she record this? Hmm, that's interesting, isn't it? One circle represents 10 minibeasts, so how's she going to record 35 worms? 35 isn't a multiple of 10.

I wonder what she's going to do.

Can you think? She says, "We know one circle has a value of 10, so half a circle will have a value of five." Good thinking, Aisha.

So we can add to our key that half a circle is equal to five minibeasts.

So now how can she record her 35 worms? What do you think? Aisha says, "So we need three circles and half a circle to represent 35, three groups of 10 and one group of five." Brilliant thinking, Aisha.

So we can use half a circle to represent five minibeasts.

Time to check your understanding now.

Aisha sees 25 worms. How would she record this? Remember to look carefully at the key.

What does a whole circle represent? Pause the video, have a go, and when you're ready for the answer and some feedback, press play.

How did you get on? Well, we know that one circle represents 10 minibeasts, and half a circle represents five.

We needed 25 to represent the worms. So we will need two circles and half a circle to represent 25 worms. So there we go.

10, 20, and 5 is 25.

I hope you got that right, and I hope you remembered the half circle for five minibeasts.

Time for you to do some practise now.

Aisha has collected some data on minibeasts found in her back garden.

You're going to use this data to complete the pictograms. So you might need a copy of this table in front of you while you work.

So there are two pictograms to complete here.

In A, a circle represents five minibeasts.

And in B, a circle represents 10 minibeasts.

So when you've completed your pictograms, C says, what do you notice about your completed tables? And D asks, what's the same and what's different? So pause the video, have a go at completing your pictograms, and then having a careful look at them to answer C and D.

And when you're ready for the answers and some feedback, press play.

How did you get on? So here were our minibeasts.

So for A, a circle represented five minibeasts.

So we've got six lots of five for the 30 slugs.

We've got nine circles to represent the 45 snails.

We've got 10 circles to represent the 50 worms. We've got five circles to represent 25 ants.

And we've got 12 circles to represent 60 bees.

So what about B? Ha ha, not a bee, but what about question B? This time our circle represented 10 minibeasts, so we needed three circles to represent 30 slugs.

We needed four whole circles and a half circle to represent 45 snails.

We needed five whole circles to represent 50 worms. We needed two whole circles and a half circle to represent 25 ants.

And we needed six whole circles to represent 60 bees.

I hope you remembered your half circles when you were looking at the circle representing 10 minibeasts.

C asked you, what do you notice about your completed tables? You might have said, table B has half the number of circles as table A, or table A has double the number of circles as table B.

We had six circles for the slugs in A and only three in B, because our circle represented twice as many minibeasts.

In A, it represented five minibeasts and in B, it represented 10 minibeasts.

So we've got a doubling and a halving depending on which way you look.

And what about D? Well, you might have said table A shows multiples of five and table B can show multiples of 5 and 10.

Multiples of five are shown as half circles.

Well done if you got all of that right.

Great work with your pictograms. And we've come to the end of our lesson.

We've been using knowledge of the 2, 5, and 10 times tables to solve problems in a range of contexts, mainly looking at minibeasts in the garden, haven't we? We understand that numbers in the 10 times table are also in the 2 and 5 times tables.

We could represent all our multiples of 10, with circles representing 2 and 5 in our pictograms. And we can use this knowledge to solve problems in a range of contexts, including tally charts and pictograms. Well done for all your hard work and your mathematical thinking today, and I hope I get to work with you again soon.

Bye-bye.